Stephanie Hicklin:Hey Mandy
Mandy Burdette:hi!
Mandy Burdette:Are we supposed to fill in the chart? or just use it to guide us in answering the questions?
Stephanie Hicklin:Hey Christine
Christine:hi all
Melanie Walling:I all
Melanie Walling:Hi all
Melanie Walling:wow
Mandy Burdette:it says consider the chart then answer the questions...so I'm guessing we dont fill it in?!
Stephanie Hicklin:ok, sounds good
Melanie Walling:I would think that we need to answer the questions
Stephanie Hicklin:yea, then use that to answer the questions, but not turn in a chart...
Mandy Burdette:yea thats what i thought
Stephanie Hicklin:so do y'all want me to post the chart in the white board?
Mandy Burdette:sure that would be helpful
Christine:please do
Melanie Walling:sounds good
Stephanie Hicklin:well, i thought i could do that but now i'm not sure, give me just a sec
Mandy Burdette:ok
Stephanie Hicklin:i know that i can share my screen or the doc, but i don't know how to see that and the chat
Stephanie Hicklin:any ideas?
Melanie Walling:Seems like you are on the right track
Mandy Burdette:we can pull it up separately if we need to
Melanie Walling:no prob
Stephanie Hicklin:k its working
Stephanie Hicklin:can yall see that?
Mandy Burdette:yay
Melanie Walling:nice:)
Stephanie Hicklin:when we get to the bottom, i'll have to do it again bc it cut part off
Christine:ok...nice job
Stephanie Hicklin:mandy, christine, can you see the chart?
Stephanie Hicklin:k, thank
Mandy Burdette:ok....i was looking at the questions and I was thinking that our problem is a lack of knowledge
Christine:yep
Stephanie Hicklin:me too
Mandy Burdette:yes
Melanie Walling:definately
Mandy Burdette:So has the student been raised only speaking spanish?
Melanie Walling:This is how I answered the first question: Our student’s problem is that he had a lack of knowledge and skills. He is new to our country and unfamiliar with the language. He also has Autism and has difficulty communicating with others.
Mandy Burdette:ok great
Christine:i agree
Stephanie Hicklin:sounds good
Mandy Burdette:So will the book be written in spanish and english?
Christine:that would make sense
Mandy Burdette:ive seen preschool books with both translations
Stephanie Hicklin:green arrow on the white board, are we at "provide information"
Christine:i have someone at work that can translate everything we need
Melanie Walling:My understanding of how ESOL students are to learn is that they are only taught in English?
Melanie Walling:There are programs that translate as well
Stephanie Hicklin:that's full immersion, right?
Christine:taught in english but lead by spanish...make sense
Melanie Walling:Our county does it that way
Mandy Burdette:i think we should do both in the book since he's so young and its his first time at school and hes being introduced to basic objects
Melanie Walling:True Stephanie Hicklin: we can show how different this is from a 0-3 program bc they do everything in the native language Christine: how about we have the setting a classroom and he is visually touring it Stephanie Hicklin: that can def be a modification on the iep Stephanie Hicklin: if we want to go there, lol Mandy Burdette: i like that idea Melanie Walling: Me too Mandy Burdette: I think we have pretty much described the lack of knowledge....the 2nd question is how the book topic will address the needs Melanie Walling: Hope I'm not jumping around too much but this is my answer for quetion 2:Our book will help our student to learn new words in English as well as how to say them as he has difficulty with communication. Christine: the book will describe basic classroom objects/people Stephanie Hicklin: ok Christine: sounds good Mandy Burdette: exactly what i put! Stephanie Hicklin: sounds good! Mandy Burdette: for the goal...i put it was to teach the student basic english words that he will need for communication on his first day of preschool Melanie Walling: I said that The goal of our book is to orient and instruct Carlos as he enters an environment that will present many new challenges to him Mandy Burdette: or should we make the goal broader? Mandy Burdette: i think that melanie Mandy Burdette: like* Melanie Walling: :) Christine: that goal works Stephanie Hicklin: melanie's may allow us to make it longer Melanie Walling: My thought was that we are basically doing two things for him. He has to learn to be at school and he is learning a new language Mandy Burdette: what about related instruction....are we creating activities based on the objective? Christine: so building social skills as well as language Mandy Burdette: i agree Stephanie Hicklin: yes Melanie Walling: that is a definite Mandy Burdette: yea...the book can talk about friends as well Mandy Burdette: and how to build those relationships Melanie Walling: students with Autism need to learn to speak and make eye contact and how to respond. Some other things may include how to ask for help as building block Stephanie Hicklin: that's good Mandy Burdette: good idea Mandy Burdette: so our goal should include social skills Christine: yep Stephanie Hicklin: yes Christine: hey we could end it with him having 4 amigos Christine: lol Mandy Burdette: would that make part of the problem lack of skills for that area? Stephanie Hicklin: i thought the same thing, haha Melanie Walling: Cool Melanie Walling: Our book will help our student to learn new words in English as well as how to say them as he has difficulty with communication. The book will describe basic classroom objects/people as well as provide instruction on how to interact with peers and adults Melanie Walling: ? Stephanie Hicklin: that's good Christine: that works Mandy Burdette: good Mandy Burdette: related instruction: for one activity we could do a name game to get him familiar with new friends and communicate his name Stephanie Hicklin: that is good Mandy Burdette: does anyone have an idea to a language activity/lesson? Christine: flash picture cards with spanish english Mandy Burdette: good idea because autistic children do well with visual aids Stephanie Hicklin: yes, and maybe creating a picture schedule Stephanie Hicklin: so he can know what they do throughout the school day? Melanie Walling: For older kids we use a cush ball to toss around and introduce themselves and tell what they like to do.... Christine: adjusting to classroom could be a texture activity...touching the items Christine: sensory Mandy Burdette: thats great too Stephanie Hicklin: that's good too Mandy Burdette: did everyone get my email about the wikispace? Christine: yes Melanie Walling: yes, I did Stephanie Hicklin: yes, i haven't gone there to look yet, but thank you! Mandy Burdette: ok just making sure Mandy Burdette: since im the writer....i can use all this info. and put it together for the email to dr. wissick Christine: thanks Stephanie Hicklin: ok, that sounds good Melanie Walling: SOunds good Mandy Burdette: i posted our first discussion by making a page on the wiki so someone can make a new page and post this new one too Stephanie Hicklin: After you put that together, should I start working on some graphics ideas? Christine: do we need to tell her what roles this time? Mandy Burdette: i posted the roles on the wiki and she has the address so she should know but ill include that in the email just incase Stephanie Hicklin: I think so, I can check real quick... Mandy Burdette: graphic ideas would be great Melanie Walling: Do we need to complete our time logs as individuals or as a group Stephanie Hicklin: but do you agree that I should wait for your written ideas, or should I go ahead and start thinking? Mandy Burdette: its on the wikispace...just add to it as needed Christine: i think everything is as a group Melanie Walling: OK Stephanie Hicklin: posting tasks... Mandy Burdette: we should go ahead and get a time for next week b/c we have to create a graphic organizer individually for the learner analysis and then get together and decide which one to post to the wiki Christine: ok...any night is fine Stephanie Hicklin: can't do wed, but any other is fine Melanie Walling: We are supposed to have time tomorrow night to work on our group. Is everyone signed up? Christine: i am for tomorrow Stephanie Hicklin: yes, for tomorrow's class Mandy Burdette: the assignment isnt due until next tuesday so we could do that so everyone has time to finish it and look at everyone else's Mandy Burdette: me too Mandy Burdette: we could work that out tomorrow then Stephanie Hicklin: that would be good mandy Christine: thursday at 8? Christine: or wait Stephanie Hicklin: either is fine with me Mandy Burdette: how about we email our organizer of learner analysis to the group when we finish and then we can meet next mon or tues evening to decide so everyone has all week to work on it Melanie Walling: I think we have answered the questions for the analysis. We are doing this project to help Carlos enter school. We also have established that he needs to learn English and social skills. Our who, is Carlos. Mandy Burdette: sounds good melanie Stephanie Hicklin: yes, sounds good Christine: works for me Melanie Walling: Maybe, we might want to expand on specific deficits he has but this is the overall idea. Mandy Burdette: what do you mean by deficits? Stephanie Hicklin: like maybe approaching other children at playtime? or something like that? Melanie Walling: Right Mandy Burdette: ok ill include that in question #2 Melanie Walling: K, thanks Christine: sounds like we have a plan Stephanie Hicklin: maybe we could start the book with his first day as a bad day, and then show him getting ''intervention'' then finish with the resolutions Stephanie Hicklin: if that makes sense... Melanie Walling: Sure does Mandy Burdette: that will help him with conflict resolution...good idea Stephanie Hicklin: ok, so tell me again, when are we meeting? Mandy Burdette: i guess that's everything...be thinking about whether next mon or tues works best for you guys and we can decide tomorrow night Melanie Walling: tomorrow after we finish with Dr. Wissick? Stephanie Hicklin: ok, that sounds good! Christine: good to me too Mandy Burdette: yep Melanie Walling: sounds good to me:) Mandy Burdette: talk to you guys tomorrow! Melanie Walling: TTFN Christine: see you then Stephanie Hicklin: ok! goodnight, thanks everybody!
Stephanie Hicklin:Hey Mandy
Mandy Burdette:hi!
Mandy Burdette:Are we supposed to fill in the chart? or just use it to guide us in answering the questions?
Stephanie Hicklin:Hey Christine
Christine:hi all
Melanie Walling:I all
Melanie Walling:Hi all
Melanie Walling:wow
Mandy Burdette:it says consider the chart then answer the questions...so I'm guessing we dont fill it in?!
Stephanie Hicklin:ok, sounds good
Melanie Walling:I would think that we need to answer the questions
Stephanie Hicklin:yea, then use that to answer the questions, but not turn in a chart...
Mandy Burdette:yea thats what i thought
Stephanie Hicklin:so do y'all want me to post the chart in the white board?
Mandy Burdette:sure that would be helpful
Christine:please do
Melanie Walling:sounds good
Stephanie Hicklin:well, i thought i could do that but now i'm not sure, give me just a sec
Mandy Burdette:ok
Stephanie Hicklin:i know that i can share my screen or the doc, but i don't know how to see that and the chat
Stephanie Hicklin:any ideas?
Melanie Walling:Seems like you are on the right track
Mandy Burdette:we can pull it up separately if we need to
Melanie Walling:no prob
Stephanie Hicklin:k its working
Stephanie Hicklin:can yall see that?
Mandy Burdette:yay
Melanie Walling:nice:)
Stephanie Hicklin:when we get to the bottom, i'll have to do it again bc it cut part off
Christine:ok...nice job
Stephanie Hicklin:mandy, christine, can you see the chart?
Stephanie Hicklin:k, thank
Mandy Burdette:ok....i was looking at the questions and I was thinking that our problem is a lack of knowledge
Christine:yep
Stephanie Hicklin:me too
Mandy Burdette:yes
Melanie Walling:definately
Mandy Burdette:So has the student been raised only speaking spanish?
Melanie Walling:This is how I answered the first question: Our student’s problem is that he had a lack of knowledge and skills. He is new to our country and unfamiliar with the language. He also has Autism and has difficulty communicating with others.
Mandy Burdette:ok great
Christine:i agree
Stephanie Hicklin:sounds good
Mandy Burdette:So will the book be written in spanish and english?
Christine:that would make sense
Mandy Burdette:ive seen preschool books with both translations
Stephanie Hicklin:green arrow on the white board, are we at "provide information"
Christine:i have someone at work that can translate everything we need
Melanie Walling:My understanding of how ESOL students are to learn is that they are only taught in English?
Melanie Walling:There are programs that translate as well
Stephanie Hicklin:that's full immersion, right?
Christine:taught in english but lead by spanish...make sense
Melanie Walling:Our county does it that way
Mandy Burdette:i think we should do both in the book since he's so young and its his first time at school and hes being introduced to basic objects
Melanie Walling:True
Stephanie Hicklin: we can show how different this is from a 0-3 program bc they do everything in the native language
Christine: how about we have the setting a classroom and he is visually touring it
Stephanie Hicklin: that can def be a modification on the iep
Stephanie Hicklin: if we want to go there, lol
Mandy Burdette: i like that idea
Melanie Walling: Me too
Mandy Burdette: I think we have pretty much described the lack of knowledge....the 2nd question is how the book topic will address the needs
Melanie Walling: Hope I'm not jumping around too much but this is my answer for quetion 2:Our book will help our student to learn new words in English as well as how to say them as he has difficulty with communication.
Christine: the book will describe basic classroom objects/people
Stephanie Hicklin: ok
Christine: sounds good
Mandy Burdette: exactly what i put!
Stephanie Hicklin: sounds good!
Mandy Burdette: for the goal...i put it was to teach the student basic english words that he will need for communication on his first day of preschool
Melanie Walling: I said that The goal of our book is to orient and instruct Carlos as he enters an environment that will present many new challenges to him
Mandy Burdette: or should we make the goal broader?
Mandy Burdette: i think that melanie
Mandy Burdette: like*
Melanie Walling: :)
Christine: that goal works
Stephanie Hicklin: melanie's may allow us to make it longer
Melanie Walling: My thought was that we are basically doing two things for him. He has to learn to be at school and he is learning a new language
Mandy Burdette: what about related instruction....are we creating activities based on the objective?
Christine: so building social skills as well as language
Mandy Burdette: i agree
Stephanie Hicklin: yes
Melanie Walling: that is a definite
Mandy Burdette: yea...the book can talk about friends as well
Mandy Burdette: and how to build those relationships
Melanie Walling: students with Autism need to learn to speak and make eye contact and how to respond. Some other things may include how to ask for help as building block
Stephanie Hicklin: that's good
Mandy Burdette: good idea
Mandy Burdette: so our goal should include social skills
Christine: yep
Stephanie Hicklin: yes
Christine: hey we could end it with him having 4 amigos
Christine: lol
Mandy Burdette: would that make part of the problem lack of skills for that area?
Stephanie Hicklin: i thought the same thing, haha
Melanie Walling: Cool
Melanie Walling: Our book will help our student to learn new words in English as well as how to say them as he has difficulty with communication. The book will describe basic classroom objects/people as well as provide instruction on how to interact with peers and adults
Melanie Walling: ?
Stephanie Hicklin: that's good
Christine: that works
Mandy Burdette: good
Mandy Burdette: related instruction: for one activity we could do a name game to get him familiar with new friends and communicate his name
Stephanie Hicklin: that is good
Mandy Burdette: does anyone have an idea to a language activity/lesson?
Christine: flash picture cards with spanish english
Mandy Burdette: good idea because autistic children do well with visual aids
Stephanie Hicklin: yes, and maybe creating a picture schedule
Stephanie Hicklin: so he can know what they do throughout the school day?
Melanie Walling: For older kids we use a cush ball to toss around and introduce themselves and tell what they like to do....
Christine: adjusting to classroom could be a texture activity...touching the items
Christine: sensory
Mandy Burdette: thats great too
Stephanie Hicklin: that's good too
Mandy Burdette: did everyone get my email about the wikispace?
Christine: yes
Melanie Walling: yes, I did
Stephanie Hicklin: yes, i haven't gone there to look yet, but thank you!
Mandy Burdette: ok just making sure
Mandy Burdette: since im the writer....i can use all this info. and put it together for the email to dr. wissick
Christine: thanks
Stephanie Hicklin: ok, that sounds good
Melanie Walling: SOunds good
Mandy Burdette: i posted our first discussion by making a page on the wiki so someone can make a new page and post this new one too
Stephanie Hicklin: After you put that together, should I start working on some graphics ideas?
Christine: do we need to tell her what roles this time?
Mandy Burdette: i posted the roles on the wiki and she has the address so she should know but ill include that in the email just incase
Stephanie Hicklin: I think so, I can check real quick...
Mandy Burdette: graphic ideas would be great
Melanie Walling: Do we need to complete our time logs as individuals or as a group
Stephanie Hicklin: but do you agree that I should wait for your written ideas, or should I go ahead and start thinking?
Mandy Burdette: its on the wikispace...just add to it as needed
Christine: i think everything is as a group
Melanie Walling: OK
Stephanie Hicklin: posting tasks...
Mandy Burdette: we should go ahead and get a time for next week b/c we have to create a graphic organizer individually for the learner analysis and then get together and decide which one to post to the wiki
Christine: ok...any night is fine
Stephanie Hicklin: can't do wed, but any other is fine
Melanie Walling: We are supposed to have time tomorrow night to work on our group. Is everyone signed up?
Christine: i am for tomorrow
Stephanie Hicklin: yes, for tomorrow's class
Mandy Burdette: the assignment isnt due until next tuesday so we could do that so everyone has time to finish it and look at everyone else's
Mandy Burdette: me too
Mandy Burdette: we could work that out tomorrow then
Stephanie Hicklin: that would be good mandy
Christine: thursday at 8?
Christine: or wait
Stephanie Hicklin: either is fine with me
Mandy Burdette: how about we email our organizer of learner analysis to the group when we finish and then we can meet next mon or tues evening to decide so everyone has all week to work on it
Melanie Walling: I think we have answered the questions for the analysis. We are doing this project to help Carlos enter school. We also have established that he needs to learn English and social skills. Our who, is Carlos.
Mandy Burdette: sounds good melanie
Stephanie Hicklin: yes, sounds good
Christine: works for me
Melanie Walling: Maybe, we might want to expand on specific deficits he has but this is the overall idea.
Mandy Burdette: what do you mean by deficits?
Stephanie Hicklin: like maybe approaching other children at playtime? or something like that?
Melanie Walling: Right
Mandy Burdette: ok ill include that in question #2
Melanie Walling: K, thanks
Christine: sounds like we have a plan
Stephanie Hicklin: maybe we could start the book with his first day as a bad day, and then show him getting ''intervention'' then finish with the resolutions
Stephanie Hicklin: if that makes sense...
Melanie Walling: Sure does
Mandy Burdette: that will help him with conflict resolution...good idea
Stephanie Hicklin: ok, so tell me again, when are we meeting?
Mandy Burdette: i guess that's everything...be thinking about whether next mon or tues works best for you guys and we can decide tomorrow night
Melanie Walling: tomorrow after we finish with Dr. Wissick?
Stephanie Hicklin: ok, that sounds good!
Christine: good to me too
Mandy Burdette: yep
Melanie Walling: sounds good to me:)
Mandy Burdette: talk to you guys tomorrow!
Melanie Walling: TTFN
Christine: see you then
Stephanie Hicklin: ok! goodnight, thanks everybody!